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MODULE 1 - Introduction to Engaging Instruction
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Lecture1.1
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Lecture1.2
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Lecture1.3
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Lecture1.4
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Lecture1.5
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Lecture1.6
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Quiz1.1
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MODULE 2 - Lesson Planning as a Dimension of Engaging Instruction
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Lecture2.1
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Lecture2.2
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Lecture2.3
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Lecture2.4
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Lecture2.5
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Lecture2.6
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Lecture2.7
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Lecture2.8
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MODULE 3 - Lesson Delivery as a Dimension of Engaging Instruction
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Lecture3.1
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Lecture3.2
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Lecture3.3
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Quiz3.1
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Lecture3.4
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Lecture3.5
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Lecture3.6
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MODULE 4 - Strategies for Delivering Engaging Instruction
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Lecture4.1
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Lecture4.2
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Lecture4.3
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Lecture4.4
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Lecture4.5
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Lecture4.6
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Lecture4.7
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Lecture4.8
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Lecture4.9
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MODULE 5 - Assessment as a Dimension of Engaging Instruction
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Lecture5.1
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Lecture5.2
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Quiz5.1
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Lecture5.3
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Lecture5.4
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Lecture5.5
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MODULE 6 - Assessment and Feedback - Theory & Practice
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Lecture6.1
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Lecture6.2
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Lecture6.3
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Lecture6.4
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Lecture6.5
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Lecture6.6
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Lecture6.7
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Lecture6.8
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Quiz6.1
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Teacher: Olusola Imoru Class: Nursery 1
Term: Third Term
Lesson Date: Thursday 6th May, 2021
Subject: Cultural Subject
Topic: The Globe – Continents
Period: 2 Duration: 45mins
Instructional Materials: Miniature Globe, puzzle related to continents, Colouring page on continent
Reference Materials: Social Studies book 1, Internet
Previous Knowledge: Pupils are familiar with colours, shapes and nature.
Lesson Objectives: At the end of the lesson, pupils should be able to:
a. Identify the shape of the globe.
b. Seven continents with their colours
c. Relate colours to the continent
Methodology: Play way/ Explanation
Content:
A globe is a shape of the earth which is usually round in shape. (Image of a globe)
CONTINENT: A continent is a large mass of land surrounded by water.
There are seven (7) continents on the globe Each continent has a colour. These are:
Asia – Yellow
Europe – Red
Africa – Green
South America – Pink
North America – Orange
Australia – Brown
Antarctica – White
PRESENTATION
STEP 1: Teacher revises the previous lesson.
STEP 2: Teacher introduces the new topic by showing the pupils the picture or chart of a globe.
STEP 3: Teacher explains what globe is and continent. Then mention each continent with their colour.
STEP 4: Teacher work with the puzzle by placing the continent piece on the chart while pupils observe.
STEP 5: Teacher and pupils colour each continent on a colouring page
STEPS 6: Pupils take turn to work with the puzzle while the teacher observes.
STEP 7: Teacher allows the pupils to relate colours around them to continent.
SUMMARY
Teacher goes over the topic again.
EVALUATION:
1. What is the colour code for Australia?
2. Identify South America on the globe.
3. Identify and colour each continent appropriately.
Daily Lesson Plan
Teacher: Mrs Longe Lesson Date: Thursday April 28, 2021
Subject: Science Term: 3rd Term
Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in this lesson?)
In this hands-on science lesson, students will create their own plants to help them identify and remember the parts of a plant. Agenda: (What is the snapshot of my class flow?)
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students will be able to identify and describe the basic parts of a plant.
Students will be able to describe different kinds of leaves.
TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT
Note: A variety of formative assessments should be used at key points throughout the lesson.
5min Get started/Drill/Do Now:(What meaningful activity will students complete as soon as they enter the classroom?)
Draw a picture of a plant on the board that include roots, a stem, a flower and leaves.
5min Engage/Motivation:(How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)
Ask students to say what is drawn.
Allow students to make suggestions for the labels.
20min Whole Group Instruction:(Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.)
1. Correctly label the roots, stem, flower and leaves.
2. Discuss the parts of the plants. Ask questions like:
a. What do the roots do?
b. How do the roots help keep a plant alive?
c. What purpose do leaves serve?
d. What does the stem do?
e. What do flowers do?
3. Explain the function of each plant part.
Roots hold the plant into the soil. They take in water and minerals to help the plant stay alive.
Stem is the part that carries water from the roots to the other parts of the plant.
Flower helps the plant reproduce, making seeds that will grow into new plants.
Leaves take in air and light that a plant needs to live.
4. Display the leaf shapes worksheet using a television; explaining that different plants have leaves that are different shapes and sizes.
5. Examples of plants that have different shapes of leaves : Maple trees have star shaped leaves, Magnolia trees have obovate leaves, and Birch trees have deltoid leaves.
20min Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)
1. Pass out the following supplies to the class: coffee grounds, fake flowers, green construction paper, glue, scissors and white construction paper.
2. Students are informed that they will be creating a plant that has roots, a stem, leaves and a flower.
3. Students are instructed to label the parts of their plants using sticky notes, ensuring the Leaf Shapes worksheet is still being displayed, and reminding students to label the type of leaves as well.
4. Students are encouraged to get creative, and invent a name for their plant. They can also invent the uses of their plant.
20 min Independent Practice: (individual practice, discussion, writing process.)
Students are asked to complete the Parts of A Plant worksheet independently.
5min Evaluate Understanding/Assessment:(How will I know if students have achieved today’s objective?)
Grade the Parts of a Plant worksheets as students finish them.
20min Closing Activities/Summary:(How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?)
Invite students to present their plants to the class, being sure to share their plants name and function, as well as the parts of their plant and what they are used for.
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?)
Enrichment: Challenge advanced students to use their new knowledge about the parts of a plant to complete the Life Cycle of a Plant worksheet.
Support: Review the parts of a plant with students who are struggling by removing the labels from their plant. Discuss the roles of each part of a plant, and challenge student to re-label the plant. Ensuring to scaffold the correct labels by discussing the function of each part. Hence, every kind of learner will be able to retain this information.
Resources/Instructional Materials Needed:(What do I need in order to teach the lesson?)
Board Makers, Television, Flash drive, Leaf Shapes worksheet, Pencils, Erasers, Ground coffee, Paper flowers, Straws, Green construction paper, White construction paper, Glue, Scissors, Parts of A Plant worksheet (one per student), Coloured pencils, Computers, Sticky notes.
Notes:
TEACHER’S NAME: Agunbiade Tolani
SUBJECT: Science
AGENDA: Investigating The Structure of a Plant – 60mins
CLASS: Year 3
TEACHING RESOURCES: Assorted leaves, youtube video lesson, plain paper, projector, pencil, ruler,
ASSESSMENT LIMITS/STANDARDS: Children will learn the following skills from the lesson; Cooprative skills, Investigative skills, Inquiry skills. The topic is in fulfilment of the Nigerian National Curriculum Module for Basic 3 but taught with the approach of the British standards.
LESSON OBJECTIVES: At the end of the lesson, pupils should be able do the following:
1. Identify parts of a leaf through a video lesson
2. Discuss similarities and differences among varieties of leaves.
3. Draw and label a leaf
GET STARTED/DO NOW: The pupils are each given a leaf sample as their specimen. They should observe that each leaf is of different sizes. – 5mins
ENGAGE/MOTIVATION:
1. Starter: A short song on Parts of the Leaf from youtube. – 3mins
2. Entry Behaviour: The pupils have seen plants almost on regular basis
3. Vocabulary: leaf, midrib, leaf blade, vein, leaf base.
WHOLE GROUP INSTRUCTIONS:
1. Pupils are asked to respond to the following questions: What are leaves, where do leaves come from, why do leaves have different sizes and shapes. The teacher assures them he will give the correct answers at the end of the lesson as a way of sustaining interest in the lesson.
2. The teacher then plays a YouTube video lesson on Parts of a Leaf. He pauses the video at specific intervals to allow pupils identify the various parts on their own leaf sample until they are able to identify all the parts under study. – 15mins
SMALL GROUP INSTRUCTIONS:
3. The children are instructed to compare what they have identified with that of their neighbour at each video interval.
4. They are prompted to see similarities and differences in the morphology of different leaves.- 5mins
INDEPENDENT PRACTICE:
5. The teacher withdraws the video lesson and prompts them to attempt to identify the various parts on their leaves. He scaffolds this section by going round to check.
6. The children are then asked to draw out the outlines of their leaf on a white paper and try to depict the various parts. The teacher scaffolds this section as some pupils might not have the necessary visual tools for this. He then asks them to try and label their drawing. – 10mins
EVALUATE UNDERSTANDING/ASSESSMENT: The children are given teacher prepared worksheets containing the drawing of different leaves of different sizes and shapes. The children’s task is to label the parts and compare their work with that of their neighbours. – 5mins
CLOSING ACTIVITIES/SUMMARY:
The pupils ask questions to clarify misconceptions. The teacher responds to the earlier questions posed at the beginning of the lesson. He gives a structured note for pupils to fill up and recaps. -5mins
ENRICHMENT/EXTENTION: Pupils are taken out to observe leaves in their natural state while they sing the on Parts of a Leaf. – 8mins
Daily Lesson Plan
Teacher:Mr Oladapo Idowu. Date:30/4/21
Subject: Vocational Aptitude. Term: 3rd
Assessment Limits: cement mixing, laying of bricks.
Agenda: Building Mansions
Lesson Objectives: the students should be able to mix cement with sand and lay bricks to a reasonable extent at the end of the lesson.
Time. Instructional sequence. Formative
5min. (Get started/Drill) The students are asked to any building of their choice.
5min. (Engage/Motivation) They are to explain/describe the steps to get the drawing built.
10min. (Whole group instruction) Students watch videos on the materials needed to get a house built as well as the processes of cement mixing and bricks laying.The videos are further explained by the teacher.
10min. (Group practice) The students work together as a group to mix cement with sand and water.
5min. (Independent practice) The students are allowed to lay few bricks for moulding.
5min. (Evaluate understanding) The students are given teacher’s prepared worksheet containing instructions on cement mixing and bricks laying.
2min. (Closing Activity/Summary) The students ask questions for more clarification and the teacher responds.
3min. (Enrichment/Extension) The concepts learnt re-explained and summarized.
Resources: plastering knife, water, cement, plum line and bricks.
TEACHER’S NAME:. Badifu, Ngozi
SUBJECT: Catering Craft Practice
AGENDA: Kitchen Equipments
CLASS: SSS 1
TEACHING RESOURCES: Lesson note, marker, white board, video clips of different kitchen equipments, pictures of different kitchen equipments and live kitchen equipments.
ASSESSMENT LIMITS: The students will learn different functions of the kitchen equipments, which is inline with the Nigerian curriculum scheme but taught with the approach of the British Curriculum.
SPECIFIC OBJECTIVES: By the end of the lesson for the week, the students should have learnt:
* The different types of kitchen equipments;
* Examples of different types of kitchen equipments;
SET INDUCTION: Teacher arouses the interest of the students by using the video clips to explain the different kitchen equipments.
ENTRY BEHAVIOR: The teacher uses pictures of kitchen equipments to draw the attention of the students to the topic.
TEACHING METHODS: Group discussion, Individual task, Identification, Video clips.
GROUP DISCUSSION: The students will be grouped in five different groups and each group will have five students each. Each group will be asked to group the kitchen equipments in their different types. ( This will be done in 15mins).
INDIVIDUAL TASK: Each students will be asked individually to identify different kitchen equipments diplayed on the whiteboard.( This will be done in10mins)
EVALUATION:Teacher evaluates the students during the individual task.
SUMMARY: By the end of the class the students will be given an opportunity to ask questions based on the topic taught.
ENRICHMENT/EXTENSION: The students will be asked to see the the kitchen equipments displayed in the catering laboratory.
Lesson plan for week 3
Date:2/5/2021
Class: Basic 1
Subject: Basic Science
Topic:Water
Duration:30 minutes
Specific objective:At the end of the lesson, the learners should be able to:1:Define Water
2:Mention the sources of water
3:List the uses of water
Instructional resources:A bowl of water
Step 1:The teacher introduces the lesson by showing the learners the bowl of water and ask the learners if they have seen water before.
Step 2:She defines water as a liquid substance that is colourless, odourless and tasteless with a chemical formula H2O
Step3:We get water from Tap, rain, stream, well, borehole etc
Step 4: Water is used for drinking, bathing, washing etc Mode: Bring some learners to the bowl of water to wash their hands.
Evaluation: The teacher asks the learners to Define water,list two sources of water, mention one use of water
The teacher summarizes the lesson by going over it briefly and conclude
2.Mention
Daily Lesson Plan
Teacher: Stella Alhassan Date: Friday April 30, 2021
Subject: Literature in English Term: 3rd Term Class: Grade 2
Topic: Beauty and the Beast:
Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in this lesson?)
In this creative lesson, students will create their own ending to the, and then identify the character they would want to be and why? Agenda: (What is the snapshot of my class flow?)
Lesson Objective: (What will my pupils know by the end of the lesson? What will they do to learn it?)
a) pupils will be able to retell the story in their own words.
b) pupils will identity the character they would love to be and state why. c) pupils will draw and describe their favourite character in the story.
TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT
Note: A variety of formative assessments should be used at key points throughout the lesson.
5min Get started/Drill/Do Now:(What meaningful activity will students complete as soon as they enter the classroom?)
Show a video of the story Beauty and the Beast.
5min Engage/Motivation:(How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)
Ask pupils to note some of the new words used in the story.
Allow pupils to make look up the meaning of the words using a dictionary.
20min Whole Group Instruction:(Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.)
1. Retell the story in your own words by summary.
2. Identity the character you would love to be and
a. Explain why you chose the character.
b. What would you have done differently if you were the author of the story?
c. Why was Beauty able to tame the Beast?
3. Explain why Beauty was courageous to face the Beast when he captured her father.
Pupils give their different views of the story.
20min Group Practice/Small Group Instruction: (teacher-facilitated group discussion, pupils or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)
1. Pass out the following supplies to the class: cardboard papers, crayons, scissors, A4 papers, dictionaries.
2. Pupils are informed that they will be retelling the story in their own words.
3. Pupils are instructed to identify the character they want to be. Draw it on the cardboard and explain why they chose that character in not less than fifty (100) words using A4 papers. ensuring they use powerful adjectives to give their description.
4. Pupils are encouraged be creative and colour their drawings. are encouraged to get creative. They can also write the moral of the story.
20 min Independent Practice: (individual practice, discussion, writing process.)
Pupils are asked to complete their stories and come out randomly to read out what they have written.
5min Evaluate Understanding/Assessment:(How will I know if pupils have achieved today’s objective?)
Grade the their write ups and drawings.
20min Closing Activities/Summary:(How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?)
Invite pupils to present their write ups on what they would have done differently if they were the author of the story and why.
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?)
Enrichment: Encourage pupils to use their new knowledge about their creativity of a story plant to write a fictional story.
Support: Review the storyline with pupils who are struggling by removing the some questions from their tasks. Discuss the roles of each character in the story, and encourage them to Retell the story in the best way they can. Hence, every kind of learner will be able to retain this information.
Resources/Instructional Materials Needed:(What do I need in order to teach the lesson?)
Board Makers, Television, Flash drive, cardboard, Pencils, Erasers, crayons and colours, A4 Paper fGreen construction paper, Scissors, Coloured pencils.
DAILY LESSON PLAN
TEACHER: Florence Ilenikhena
DATE: Friday 30th April,2021
SUBJECT:English studies
TERM: 3rd Term Class
CLASS: Grade 2
TOPIC: Singular and Plural Nouns
TEACHING RESOURCES: Lesson note,marker,white board,chart on singular and plural nouns,common objects in the class like school bags, shoes rec
ASSESSMENT LIMITS: The students will learn plural of nouns by adding -s, -ies, and -ves.
SPECIFIC OBJECTIVES: By the end of the lesson,the students should be able to;
1 define noun
2 list examples of nouns
3 change singular nouns to plural nouns by adding -s, -ies and -ves.
SET INDUCTION: Teacher arouses the interest of the students by using the student’s bags, pens, books etc to demonstrate singular and plural. Then defines noun and as pupils to list examples of nouns.
ENTRY BEHAVIOUR:Teacher uses the chart on singular and plural to lay more emphasises on changing singular to plural by adding -s, -ves and -ies.
TEACHING METHODS: Group discussion,individual task,chart.
GROUP DISCUSSION: The students will be in four different groups, 4 students per group. Each group will be given five different nouns to change to plural ( 15 mins)
INDIVIDUAL TASK: Each student will be asked to say the plural form of a noun ( 10 mins)
EVALUATION:Teacher evaluates the students based on their individual task.
SUMMARY:By the end of the class, the teacher will give room for students to ask questions based on the topic taught for more clarifications.
ENRICHMENT/EXTENSION: Students are allowed to use any noun of their choice and give the plural form.
Lesson Plan
Teacher : Agboyinu Angela N
Class : Year one
Date: Friday 30th April 2020
Subject: Agricultural science
Topic: fruit
Period : 1 Duration 45minutes
Instructional Material:
Reference Material:
Previous knowledge: Pupils are familiar with fruits ,trees in their different environment
Lesson Objective :At the end of the lesson
(A) Pupils identify the different fruit in the environment
(B)Types of fruit
(C) Names and importance of fruit
Teaching Method: Group Discussion, individual identification: Individual will be ask to identify the different plant they can see in the environment.
EVALUATION: The teacher evaluate the children base on individual identification of fruit
Summary :The teacher summarized the lesson by giving them the definition of fruit :Fruit is the sweet and fleshy product of a tree .
Assignment: Write 4 different types of fruit
Teacher: Yemisi Lagunju
Lesson Date: 30-04-2021
Subject :Basic Science
Term: 3rd Term
Class: Primary 5
Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in this lesson?) Critical Thinking, Observation, Prediction
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
The Learning objective of this experiment is that Air takes up space in any container and that air expands when heated and contrast when cooled.
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
The Learning objective of this experiment is that Air takes up space in any container and that air expands when heated and contrast when cooled.
Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?)
Discuss what air is (5mins)
Engage/Motivation:
Narrate a brief story introduce the phenomena: A plastic bottle left out to warm up in the sun will start to make a popping sound and crumble when it gets colder. (5mins)
Whole Group Instruction: (15mins)
– Explain what is air,
– Characteristics of air, how it is everywhere and fills any available container
– Mention exceptions where air may not be found
– What are the Effects of heat on air?
– What are the Effects of cold on air?
– Explain what is thermal expansion?
– Introduce the concept of negative pressure caused by air
Group Practice/Small Group Instruction: (20mins)
– Place students into groups of 4
– Pass out the needed supplies for the experiment for experiment
– Demonstrate and instruct how the experiment is to be carried out
– Student follow the demonstrated instructions and observe and make necessary predictions
Independent Practice: (5mins)
– Each student should write their observations in their science booklet
Evaluate Understanding/Assessment: (5mins)
– Teacher evaluates students based on their report as stated in their journal
5min
Closing Activities/Summary:( 5mins)
– Students ask questions or raise issues or areas they require further
Enrichment/Extension/Re-teaching/Accommodations:
Resources/Instructional Materials Needed:
Cold water in a dish/jug, Warm water in a dish/jug, Plastic bottle (not the thinnest plastic,) Balloon Ice cubes Thermometer (optional)
Daily Lesson Plan
Teacher: Ms Stella Sanusi Lesson Date: 6th MAY, 2021
Subject: Science Term: ONE
Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in this lesson?) Agenda: (What is the snapshot of my class flow?)
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students will explore external plant parts through real life examples of roots, stems, leaves, flowers, fruits and seeds to understand how they work together to help plants survive.
TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT
Note: A variety of formative assessments should be used at key points throughout the lesson.
10min Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?)
To motivate the students, I will take the students on a nature walk around the school to view living things such as trees and plants. While walking, students will be asked:
What are some living things that you notice? To stimulate their thinking, I will pull a plant out of the garden and ask them, what do you notice about the plant? I will assess whether they can name some of the parts of the plant.
10min Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)
In the classroom and I will invite one or two of them to explain: – What they noticed about the plants in the garden? Students are encouraged to speak in complete sentences so they can learn how to communicate effectively. I will also invite a few pairs to share their responses.
To accommodate my visual learners, I will show them a Parts of a Plant PowerPoint. After the PowerPoint, I will ask the students to stand up and act out the parts of a plant by moving their bodies or dancing. For instance, students should go down low to express themselves as the soil. Some students are called to discuss their dance interpretation.
10min Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.)
Students will have an opportunity to observe a plant and dissect a plant in their groups. They are informed that they can take the plant apart to observe the parts of the plant. I remind the students of the group rules. This is done to ensure that they respect their peers as they work collaboratively to complete their investigation. Also, we discuss some safety rules such as: do not place the plant in your mouth, do not throw anything or place your hands in your mouth after touching the plant.
20min Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)
Teacher passes out the following supplies to your class: coffee grounds, fake flowers, green construction paper, glue, scissors, and white construction paper. Students will each be creating a plant that has roots, a stem, leaves, and a flower. They will be Instructed to label the parts of their plants using sticky notes.
10min Independent Practice: (individual practice, discussion, writing process.)
Students to complete the Parts of A Plant worksheet independently.
10min Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)
Invite students to present their plants to the class, being sure to share their plants name and function, as well as the parts of their plant and what they’re used for.
3min Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?)
As a closure, I have students watch the plant video and sing along. In permitting the students to sing, it allows my auditory students to be engaged and motivated. Also, my students enjoy singing and they can retain taught concepts.
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?)
Challenge advanced students to use their new knowledge about the parts of a plant to complete the Life Cycle of a Plant worksheet. Support: Review the parts of a plant with students who are struggling by removing the labels from their plant. Discuss the roles of each part of a plant, and challenge your student to re-label the plant. Be sure to scaffold the correct labels by discussing the function of each part. That way, every kind of learner will be able to retain this information
Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)
Board markers Interactive whiteboard, document camera or projector Leaf Shapes worksheet Pencils Erasers Ground coffee Paper flowers Straws Green construction paper White construction paper Glue Scissors Parts Of A Plant worksheet (one per student) Colored pencils Computers Sticky notes
Notes:
Plants are living organisms. They use light from the sun to make their own food in the form of a sugar called glucose. This process is called photosynthesis. Plants also get nutrients from the soil through their roots. They breathe in carbon dioxide and they breathe out oxygen.
A plant starts out as a seed buried in the ground. As water falls on the seed and the sun warms it, its hard shell opens and it starts to grow out its roots. As the plant grows, its stem bursts through the soil. Then, leaves start to grow out of the stem. As the plant gets bigger it will begin to grow buds, which later sprout into flowers, and sometimes those flowers turn into fruit! As bees feed on the nectar, they pollinate the plants, allowing more seeds to be made and scattered to grow again.
Below is the link to my daily lesson plan as instructed in this submodule………,…………………………………….https://eu.docworkspace.com/d/sILfVicFq_PznhAY
DAILY LESSON PLAN
Class: Year 1
Term: 3rd Term
Lesson Date: Tuesday 11th May, 2021.
Subject: Social Studies
Topic: Means of Transportation
Period: 3
Duration: 40 mins
Instructional materials: Toys, Colouring page of different means of transportation, short video clips, marker, pictures of different means of transportation, worksheet.
ASSESSMENT/LIMITS/STANDARD: Learners will construct different means of transportation using paper and other simple materials.
AGENDA : Assessing the structures of different means of transportation.
LESSON OBJECTIVE: At theend of the lesson, learners should be able to:
1) mention different means of transportation.
2) make simple constructions of different means of transportation.
INSTRUCTIONAL SEQUENCE
(5 mins)
Drill: Learners are given different toys to observe and discuss.
(5 mins)
Engage/Motivation: A short song on different means of transportation.
Entry Behaviour: Learners come to school by different means of transportation.
(10 mins)
Whole group instruction: Learners are asked to mention and describe means of transportation use in the air and on sea.
(5 mins)
Small group instruction:
Learners mention the means and discuss the mode of operation of each means.
(10 mins)
Independent Practice:
Learners are asked to draw the toy means of transportation with them.
(5 mins)
Evaluate understanding/Assessment:
Learners are given different worksheet and stick on pictures of means of transportation. Learners are expected to stick the pictures under the appropriate mode of transportation example air, sea, land etc.
(5 mins)
Closing Activities/Summary: Learners ask questions for more understanding. Teacher gives note for learners to copy.
Enrichment/Extension: Learners are taken out to view bigger and real means of transportation in different places.
Teacher: folasade Osunla
Lesson Date: 12th May ,-2021
Subject :understanding the world.
Term: 3rd Term
Class: Nursery Two
topic: Sea creatures.
Duration: 2.
Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in this lesson?) Critical Thinking, Observation, Prediction
Lesson Objective: by the end of the lesson, pupils should be able to:
> sing some sea creature songs.
> identify and name some sea creatures.
>make mini ocean with some sea creatures.
Get Started: pupils will sing some nursery rhymes
explore different sea animals (5mins)
Engage/Motivation:
pupils will starts sorting sea creatures from other animals (5mins)
Whole Group Instruction: (15mins)
– identify sea creatures.
talk about some characteristics of sea creatures and how they adapt in the sea.
– mention where sea animals can not survive and why.
– discuss the characteristics of a sea animal?
– What are the importance of sea creatures.
Group Practice/Small Group Instruction: (20mins)
– Place students into groups of 3
– present materials for activities.
– Demonstrate and mention how the activities be carried out.
–pupils were actively involved in how to make a mini world aquarium.
Independent Practice: (10mins)
– pupils talk about their activity and expresses their activities through drawing.
Evaluate Understanding/Assessment: (5mins)
– Teacher evaluates the pupils through their sorting ,drawing and aquarium making activities
5min
Closing Activities/Summary:( 5mins)
–
Enrichment/Extension/Re-teaching/Accommodations: recap
Resources/Instructional Materials Needed:
sea creatures toys, white bowl, blue paint, salt, shells, sand and plant,
DAILY LESSON PLAN
TEACHER: MARK YUSUF BIGWAN
DATE: Monday 27th May, 2021
SUBJECT: Mathematics
TERM: Second Terms
CLASS: Nursery 2
TOPIC: Addition of Numbers
TEACHING RESOURCES: Lesson note marker, board, chart on numbers, counters like bottle tops, plastic counters, stones etc
ASSESSMENT LIMITS: The pupils will learn addition of Numbers eg 1+1, 3+2, 2+2
SPECIFIC OBJECTIVES: By the end of the lesson,the students should be able to;
1 count numbers appropriately
2 do addition of numbers
3 use counters to add numbers together
SET INDUCTION: Teacher arouses the interest of the pupils by singing a nice rhyme on numbers.
ENTRY BEHAVIOUR:Teacher uses the chart on numbers and counters to lay more emphasises on addition of numbers
TEACHING METHODS:
Individual task, group discussion, chart, learner’s involvement
GROUP DISCUSSION: The pupils will be in four different groups, 5 pupils per group. Each group will be given a task to do (adding numbers) (10min)
INDIVIDUAL TASK: Each pupil will be asked to count and add some numbers
EVALUATION:Teacher evaluates the pupils based on their individual task.
SUMMARY: recap of what has been taught and assessment of learner’s
ENRICHMENT/EXTENSION: pupils were giving the room to explore more using the available teaching aids at their disposal.
Teacher: Fafiyebi Titilayo
Lesson Date: 21st April, 2021
Subject: Geography
Term : Third
Class: Grade 4
Topic: The Solar System
Duration: 40Mins
Assessment: what do we call the place on which all human, animals and plants exist in?
From the pupils response, the teacher plays a video for the pupils to view and discuss what they saw.
Objectives: _ to learn the meaning of terms involved in the study of the solar system.
_ To define the solar system.
_ To name the solar system and the planet that make up the solar system.
_ To discuss the characteristic s of each planet.
_ to state the roles of the sun in the solar system.
Get started: haven seen the sizes and shapes other solar system from the video and the model displayed by the teacher, pupils are to make models of the solar system in groups of 4 each.
And many more.
Thanks.
Teacher: Rachael Uvwiosa
Class: play group
Term: Summer
Date: Tuesday 11th of May, 2021
Subject: knowledge and understanding the world
Topic: Animals and their young ones
Duration 30mins
Time: 09:30am – 10:00am
Instructional materials: pictures of animals and their young ones
Lesson objectives: by the end of the lesson, learners should be able to
I) mention the names of the animals
Ii) mention the names of the young animals
Iii) match each animals to their young ones
Rationale: to help the learners understand the animals and their young ones
Methodology: play way methodd/ explanation
Step 1: teacher revises the previous lesson with the learners
Step 2: the teacher introduce the lesson by telling the learners to identify any of the animals they know
Learners identify the animalsn they know, cat, dog, goat, lion
Step 3: the teacher brings out the instructional materials, she shows the learners the young ones of each animals and mention their names
Learners listen, they also repeat the names of the young animals after their teacher calf, kid, kitten, cub, chicken
Step 4: the teacher ask the learners to match the animals to their young ones
Learners respond:
dog puppy
Cat kitten
Goat kid
Lion cub
Hen chicken
Evaluation : mention 3 animals
Mention the names of their young ones
Match the animals with their young ones
Summary: teacher summarise the lesson by giving a recap of what have been taught
Assignment : list other five (5) animals with their young ones
Facilitators use modules to facilitate the session in the class…How do I familiarise myself with the lesson plan?